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SebastianPennacchio
Lang120
ProfessorGraves
3/20/2016

WorksCited
This,ismyannotatedbibliography.Itcontainsalistofsourcesthatcontainsinformation
relevantenoughtohelpmecreatemyresearchessay,whichisbasedonthequestionofhow
inventionisusedinpsychology,aswellastheroleresearchplaysintoit.Iplanonreadingthese
articlesmoreattentivelywhenIwritemyessay,andIwillmakesuretoextractthekeypoints
thatwillsupportmyinquiry.Myinquirymatterstomebecauseinventionis,fromwhatIlearned,
oneofthebiggestaspectsofwritinginpsychology.Toevenwriteinpsychologyyoumustfirst
comeupwithatopicyouwanttowriteandstudyabout,thatwillalsobenefitthepsychology
community.Thiswillhopefullyprovideagreatglimpsetomyaudienceastowhatweinthe
fieldofpsychologyhavetodealwith.

Cox,K.(2016).FacetoFaceInterview.
InterviewingDr.Coxwasahugehelpforme,ashegavememanyinsightsinto
psychologyandwhathedealswithasaclinicalpsychologist,includingwriting.We
talkedagoodamountabouttopicssuchasthepurposeofresearchinpsychology,aswell
ashowscholarsthinkandanalyzeinit.Wealsotalkedaboutinvention,andsomeofthe
processeshegoesthroughwhenwritingaboutcertaintopics.Asaresultofthisinterview,
hepaintedmeagoodpictureofwhatIshouldexpectinthefutureshouldIcontinueto
staywithmydiscipline.

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Kellogg,R.T..(1990).EffectivenessofPrewritingStrategiesasaFunctionofTaskDemands.
TheAmericanJournalofPsychology
,
103
(3),327342.
http://doi.org/10.2307/1423213
Inthisarticle,R.T.Kelloggmade
collegestudentswriteashortinformativeessay
callingforanalyticalthinking.Thestudentseitherbegandraftingwithoutanyprewriting
time,firstpreparedawrittenoutline,orfirstpreparedavisualnetworkofideasandtheir
relations.Taskdemandswerealsovaried.Thequalityofthedocuments,intermsof
contentandstyle,thefluencyofcomposing,andcharacteristicsoftheprewritingplans
generatedbyoutliningandclusteringweremeasured.Thisarticlehelpedmeseethe
benefitsofprewriting,aswellasitsimportancewhenitcomestofindingatopic.

Linton,P.,Madigan,R.,&Johnson,S.(1994).IntroducingStudentstoDisciplinaryGenres:The
RoleoftheGeneralCompositionCourse.
LanguageandLearningacrosstheDisciplines
,
1
(2),6378.Retrievedfrom
http://wac.colostate.edu/llad/
Thisarticletalksabouthowuniversitiesareteachingageneralcomposition
coursethatdoesntteachastudenthowtowritesuccessfullywithintheirdisciplinefor
variousreasons.
Thecompositioncoursesbeingtaughtcurrentlyareonlyefficient
enoughforthosewhograduateandcontinueoninlifetobecomeprofessionalsinthe
Englishdiscipline.Asfortherestofus,wearelefttograduatewithoutlearninghowto
writeadecentpiecewithinourdiscipline.Theauthorsmentionhowthreeconventions
aredifferentforeachdiscipline:Structurewithinapaper,Language,andReference.This

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articlewasawakeupcallforme,sinceIagreethatstudentsarenotbeingtaughtnor
preparedonhowtowritefortheirspecificdiscipline.

Piotrowski,C.(2012).Researchareasofemphasisinprofessionalpsychology:Pastandcurrent
trends.
JournalofInstructionalPsychology
,
39
(2),131135.Retrievedfrom
http://0search.proquest.com.wncln.wncln.org/docview/1316655473?accountid=8388
Thisstudybasicallyaddressesthequestionofwhereprofessionalpsychologyhas
beenandwhereisitgoing.Itused
acontentanalysismethodologytogaugetheextentof
topicalemphasisinthefieldoverthepast2decades.Thesefindingsprovideabarometer
onthediverserangeoftopicswhichhavebeenemphasizedordeemphasizedovertime.
Thisstudyalsogivesmeanideaofmajortopicsthatareofgreatinterestinthegeneral
populationofpsychology,andshowswhatthefutureholdsintermsofwhereallthis
researchwillbetakingus.

Riggle,P.A.(2010).Thepsychologyofcreativewriting.
Choice,47
(11),2097.Retrievedfrom
http://0search.proquest.com.wncln.wncln.org/docview/520393305?accountid=8388
Scholarsinthefieldofcognitivepsychologypresent21essaysthatexplore
intriguing,widerangingquestions:Whatcommonpersonalitytraitsdomanywriters
share?Whatcommonelementsdotheirwritingprocessessharewhentheyareworkingat
theirbest?Attheirworst?Howcanwritersand/ortheirteachersbestmediatetheprocess
tohavethemostpositiveimpactonthework?Mostofthebook'scontributorshavea

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backgroundineitherEnglish/creativewritingorpsychology,andthisresultsinahelpful
mixofperspectivesformeandmyproposal.

Thonney,T.(2011).TeachingtheConventionsofAcademicDiscourse.
TeachingEnglishinthe
TwoYearCollege
,
38
(4),347362.
Retrievedfrom
http://wncln.wncln.org/docview/866304561?accountid=8388
Thonneyarguesinheressaythattherearesharedfeaturesthatuniteacademic
writingandbyintroducingthesefeaturestofirstyearstudents,compositioninstructors
canprovidethemwithknowledgethattheycanapplyandrefineineachnewdiscipline
theyencounter.Thonneyanalyzedfourarticlesfromeachofsixdisciplines:psychology,
sportsmedicine,biology,marketing,literatureandengineering.Thonneysanalysis
revealssixstandardmovesinacademicwriting:Writersrespondtowhatothershavesaid
abouttheirtopicWritersstatethevalueoftheirworkandannouncetheplanfortheir
papersWritersacknowledgethatothersmightdisagreewiththepositionthey'vetaken
WritersadoptavoiceofauthorityWritersuseacademicanddisciplinespecific
vocabularyandWritersemphasizeevidence,oftenintables,graphs,andimages.Her
solutionofintroducingfirstyearcompositionstudentstotheconventionsofacademic
writingprovidesthemwithknowledgetheycanusenowandrefinelaterwhenwritingin
theirchosendisciplines.

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